Reading: What Else Matters besides Strategies and Skills?

Autor/inn/en	Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun; Crassas, Maria Elliker; Doyle, Brie
Titel	Reading: What Else Matters besides Strategies and Skills?
Quelle	In: Reading Teacher, 66 (2013) 6, S.440-448 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/TRTR.1146
Schlagwörter	Reading Achievement; Reading Strategies; Reading Skills; Cognitive Ability; Academic Standards; Metacognition; Learner Engagement; Student Motivation; Epistemology; Self Efficacy; Reading Improvement; Elementary School Curriculum; Educational Strategies; Teaching Methods; Educational Practices; Case Studies; State Standards + Suchen Sie Ihr Suchwort? Leseleistung; Reading strategy; Leselernstufe; Lesetechnik; Reading skill; Lesefertigkeit; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulische Motivation; Erkenntnistheorie; Self-efficacy; Selbstwirksamkeit; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Case study; Fallstudie; Case Study
Abstract	How can we best contribute to our students' reading development and achievement? What are the hallmarks of successful, independent student readers? An examination of reading curricula, reading assessment, and related Federal education policy reveals the ongoing emphasis on the cognitive strategies and skills of reading. The teaching and learning of the "big 5" of No Child Left Behind, phonemic awareness, phonics, fluency, vocabulary, and comprehension, are considered the hallmark of effective reading programs. The Common Core State Standards continue the focus on the cognitive aspects of reading. While strategies and skills are central to reading achievement, they are but one aspect of elementary students' reading development. In this article, we examine other important influences on this development. We focus on metacognition, engagement and motivation, epistemic beliefs, and self-efficacy, and we describe how they can contribute to students' reading success. (Contains 2 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10